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All Journal Islam Futura CALL
Asyraf Isyraqi Bin Jamil
Universiti Malaya, Kuala Lumpur
Religion Arts Humanities Languange, Linguistic, Communication & Media

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DESIGNING AND ASSESING AN ISLAMIC ENTREPRENEURSHIP EDUCATION MODEL FOR ISLAMIC HIGHER EDUCATION (IHE) Lailatussaadah Lailatussaadah; Asyraf Isyraqi Bin Jamil; Fakhrul Adabi Bin Abdul Kadir
Islam Futura Vol 23, No 1 (2023): Jurnal Ilmiah Islam Futura
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jiif.v23i1.17556

Abstract

The implementation of entrepreneurship course can be carried out by integrating the tridharma of higher education (the threefold missions of higher education) simultaneously in learning, for which a guideline is needed for its implementation. This study aims to design and assess the Islamic Entrepreneurship Education (IEE) model in the tridharma in Islamic Religious Universities (PTKI) in Aceh. This research was conducted through Design-Based Research (DBR) involving 3 experts and 6 lecturers. The research instrument used was a questionnaire which was analyzed statistically descriptively, while the qualitative data used interviews and were analyzed with an interactive model. The results of the design of the IEE model has produced three aspects along with four elements for the dimensions of education and teaching, research, and community service. These three aspects are inter-curricular activities, co-curricular activities, and extra-curricular activities, while the four elements are the objectives of implementing entrepreneurship education learning activities, entrepreneurial learning materials/content, using entrepreneurship learning methods, and implementing evaluations of entrepreneurship learning. The design of this model has the description for the implementation procedure. This design of IEE model can be used by lecturers as a model for implementing IEE in Islamic Religious Universities.
THE INFLUENCE OF ENGLISH TEACHERS’ EMOTIONAL INTELLIGENCE ON STUDENTS’ ENGLISH LEARNING AT MAN 1 KOTA GORONTALO: A QUALITATIVE STUDY Fadlun Doda; Nonny Basalama; Moh Syahrun Ibrahim; Hasannudin Fatsah; Indri Wirahmi Bay; Asyraf Isyraqi Bin Jamil
CALL Vol. 8 No. 1 (2026): CALL
Publisher : Universitas Islam Negeri Sunan Gunung Djati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/call.v8i1.51821

Abstract

This research investigates the effect of English teachers’ emotional intelligence (EI) on students’ English learning at MAN 1 Kota Gorontalo. Emotional intelligence, including the indicators such as self-awareness, self-regulation, motivation, empathy, and social skills, plays a crucial role in shaping classroom dynamics and fostering students’ motivation. The research aims to explore how English teachers’ EI influences students’ confidence, engagement, and enthusiasm in learning English. This research employed a qualitative case study design. The data were collected through semi-structured interviews and classroom observations involving two English teachers and ten students from grades 10 and 11 during the 2024/2025 academic year. Thematic analysis was used to identify key patterns emerging from participants’ experiences. Findings revealed that emotionally intelligent teachers significantly enhance students’ learning experiences through five major impacts: (1) enhancing self-confidence by appreciating efforts and normalizing mistakes; (2) creating supportive and enjoyable learning environments; (3) fostering intrinsic motivation through meaningful and engaging activities; (4) encouraging future aspirations such as studying abroad; and (5) providing emotional support and promoting peer collaboration. These practices contribute to a positive classroom climate where students feel valued, motivated, and resilient. The study concludes that teachers’ emotional intelligence is not only a personal quality but also a pedagogical competence essential for sustaining students’ motivation and well-being. It recommends integrating EI development into teacher training and professional programs to enhance both instructional effectiveness and emotional support in language education.
Co-Authors Fadlun Doda Fakhrul Adabi Bin Abdul Kadir Hasannudin Fatsah Indri Wirahmi Bay Lailatussaadah M Nur, Lailatussaadah Moh Syahrun Ibrahim Nonny Basalama